Sociometric Status, Behavior Ratings, and Social Knowledge of Learning Disabled and Low-Achieving Students

Abstract

A significant relationship between academic achievement and peer popularity has long been established. Nonetheless, the role of achievement in mediating social differences between learning disabled children and their nondisabled peers remains unclear. The goal of this research was to clarify the contribution of academic achievement to learning disabled children's social competence. Third and fourth-grade LD boys were compared to a group of low-achieving, third and fourth graders matched on sex, race, grade, classroom and reading achievement. No significant differences were found between these two groups in terms of levels of classroom acceptance, social knowledge, and social behavior as rated by their regular classroom teachers. Likely variables accounting for these results are discussed as well as directions for future research.